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Inclusive Educational Practices for Children with Developmental Disabilities

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Jeremy Wilson, MA, BCBA, BICM Tiffany Wilson, MA, Education Specialist, BICM – PowerPoint PPT presentation

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Title: Inclusive Educational Practices for Children with Developmental Disabilities


1
Inclusive Educational Practices for Children
with Developmental Disabilities
  • Jeremy Wilson, MA, BCBA, BICM
  • Tiffany Wilson, MA, Education Specialist, BICM

2
Agenda
  • Our Goals
  • Your Experiences
  • Inclusion, Integration, and Mainstreaming
  • Brief Overview of IDEA 2004, FAPE, and LRE
  • Understanding the Commitment
  • The Role of Assessments
  • The IEP and Your Team
  • Implementing the IEP
  • Link between home and school
  • Adaptive Skills and Social Skills
  • Final Thoughts Role of ABA
  • Questions

3
Our Goals
  • Is to simply expose you to what inclusive
    practices are and how they work
  • Empower

4
What are your experiences?
  • Briefly write down your experiences of times you
    asked for your child to be included with his/her
    peers
  • How did that experience make you feel?
  • Did you attempt to participate more or less
    during your childs IEP meeting?
  • Do you feel like you are a collaborative member
    of your childs educational decision making
    process?

5
Inclusion, Integration, Mainstreaming
  • Mainstreaming
  • The student is strategically placed in a general
    education classroom for a specific subject that
    he/she does not have difficulties with

6
Inclusion, Integration, and Mainstreaming
  • Integration
  • The student is in a special day program and may
    be placed by that special education teacher
    strategically in general education setting for
    part of the day

7
Inclusion, Integration, and Mainstreaming
  • Inclusion
  • The student is a functioning member of the
    general education classroom setting and educating
    that student is a team approach, lessons are
    modified and or adapted, and support staff (SLP,
    OT, 11 paraprofessional) provide support within
    the context of the classroom instruction

8
Inclusive Educationfor all students
  • Equal Membership of all students
  • Shared ownership of all students
  • Necessary Support for all students
  • Positive and riched learning environment for all
    students
  • Expectations for all students to learn

9
Goals
  • A sense of belonging
  • Development of Natural supports
  • Enhanced skill development in academics and
    social aspects
  • Develop more appropriate behaviors
  • Development of friendships
  • Educate individuals without DD

10
IDEA 2004, LRE, FAPE
  • IDEA 2004 embodies the requirements regarding
    FAPE and LRE
  • FAPE (free appropriate public education) meaning
    the students education is tailored in order to
    meet their needs
  • LRE (least restrictive environment) to the
    maximum extent possible, students w/ DD be
    educated with there peers w/o DD

11
Steps to Include students
  1. Understand the commitment
  2. Know your childs needs
  3. Begin develop your team
  4. Thorough Assessment
  5. Develop a Strong IEP
  6. Implementation and Close Monitoring of IEP

12
Understanding the Committment
  • This will require changing the attitudes of the
    teachers, principles, teacher assistants,
    supplemental supports, the district, and so forth
  • It require positive rapport building and building
    collaborative relationships
  • This will require explanation of needed supports
    and each team members role
  • Open communication between school and parent
  • Attempt to eliminate potential barriers (fear)

13
Know Your Childs Needs
  • Know and be able to articulate your childs
    abilities and difficulties effectively
  • Offer assistance with developing instructional
    supports
  • Behavior acquisition and behavior reduction
    strategies
  • 55
  • Now identify and compose a list of 5 things your
    child does well and 5 things your child has
    difficulty with

14
Know Your Childs Needs
  • Next to each item under 5 things they do well
    indicate what type of subject your child would do
    well in
  • For the other column, indicate possible supports
    you are using at home, or strategies that are
    used to improve those skills
  • Remember that these are significant to you!!!

15
Begin to Develop Your Team
  • Consider this a recruitment process
  • Understanding of commitment positive rapport
    with potential members willingness to
    collaborate favorable recruit

16
Thorough Assessment of Your Child
  • Indirect Assessments
  • Questionnaires, Interviews, and record review
    (student work portfolio), Mapping
  • Direct Assessment
  • Observation of the child engaging in learning
    opportunities in their natural environment
    throughout the day

17
Thorough Assessment of Your Child
  • Assessments should be meaningful
  • What should be assessed
  • Functional skills (Self help, Communication, and
    so forth)
  • Academic Skills (Math, Language Arts, Social
    Studies, Science)
  • Additional Supplemental Supports
  • Behaviors Targeted for reduction (Behaviors that
    would significantly impede upon learning without
    a plan in place)
  • Current and Future classroom environments
  • Available staffing, physical organization,
    available natural supports

18
Development of the IEP
  • Assessment drives instruction!!!!
  • Essential for the development of a sound IEP
  • Goals should be developed from the assessments
    conducted
  • Level of supplemental supports should be
    specific, provided within the context of the area
    of need and outlined in IEP
  • General supportive instructional procedures
    should be developed
  • General procedures for after meeting goals should
    be developed
  • Staffing plan should be developed and included
  • Monitoring and correspondence Plan
  • Behavior Support Plan (BSP)

19
Development of the IEP
  • Goals and Objectives
  • Does the goal truly relate to an identified need?
  • Does the goal indicate the context? Activity
    based?
  • Are the goals related to the state standards for
    student outcomes?
  • Simple and clear quantifiable criteria?

20
Development of the IEP
  • Sample Goal
  • When asked which activity comes next during his
    school day, Steve will identify the number of his
    next activity on his daily pictorial schedule by
    pointing to that the number in 8/10 times per day
    over 2 months.

21
Implementation of the IEP
http//bartholdautism.com/udel/blockc/hdfs435/assi
gnments/instructions/iepmatrix.html
22
Implementation of the IEP
http//bartholdautism.com/udel/blockc/hdfs435/assi
gnments/instructions/iepmatrix.html
23
Implementation of IEP
  • Make sure all needed staff are on board and ready
    to provide support
  • Try to avoid having two staff working with your
    child at one time, unless it is for modeling
    purposes

24
Implementation of the IEP
  • ID students abilities and adapt activities to
    allow participation and skill building
  • Develop skill table for curriculum
  • Ensure that there is active learning occurring
  • Learner is actively involved in all or part of
    each activity

25
Implementation of the IEP
  • Purpose of activity?
  • Intent of the activity?
  • Meaningfulness of activity?
  • Instruction/materials be adapted?
  • Can all students engage with different purposes?

26
Basic Concepts across Subjects
  • Color ID, matching/sorting
  • Sameness
  • Vocab development Receptive/Expressive
  • Basic Math concepts
  • Reading Pics, words, 3D items

27
Math Skills
  • 1-1 correspondence
  • Number writing/ID
  • Number Matching
  • Geometry
  • Big/little, same/different
  • Ordinal numbers
  • Recognize sequence
  • Concept of more
  • Purchasing items

28
Alternative Math Instruction
  • When students are doing math
  • Uses calculator
  • Uses manipulatives
  • Uses sequenced pictorial steps

29
Math Materials
  • Manipulatives
  • Magnetic numbers
  • Sticky labels
  • Number stamps
  • Dice
  • Dominoes
  • Game boards

30
Students participating in Group Math Lesson
31
Another Math Lesson
32
Alternative Instruction Options
  • When students are reading
  • Peer interactively reads to student - asks when
    to turn page
  • Student reads adapted material with pictures
  • Student listens to story in from CD or tape.

33
What to read?
  • Words/phrases from text
  • Self authored stories
  • Comics
  • Worksheets
  • Daily schedule
  • Pictures

34
Techniques
  • Follow student interest
  • Ensure repeated exposure
  • Good font
  • Use practical meaningful site words

35
Comprehension Check
  • Student sequences pictures/words/numbers to
    relate the event
  • Choose appropriate answers
  • Respond to yes/no questions
  • Complete worksheet with partial answers

36
Writing
  • Student chooses story topic from pictures
  • Student illustrates/writes using pictures
  • Student uses computer

37
Writing Materials
  • Pics, photos, drawings
  • Written words on magnets, sticker, cards, and so
    forth
  • Rubber stamps
  • stickers

38
Spelling words
  • Student can
  • Match word to picture and picture to words
  • Indicate first letter to be spelled
  • Chooses object of interest, write spelling word
    to go with it
  • Listening from a tape

39
The Home Setting
  • Work doesnt stop when the child leaves school
  • Additional supports at home to provide further
    remediation skills, work with behaviors,
    generalize skills learned in home, and/or prime
    new skills being taught in school
  • Use of ABA Services, Social Skills Instruction,
    and/or Adaptive Skills

40
Social Skills Instruction
  • Opportunity to address social skill deficits in
    other environments
  • An opportunity to build upon peer relationships
    in a structured environment
  • Continuing to develop a natural supports in
    community
  • Social skills can address conversation skills,
    play interaction, and so forth

41
Adaptive Skills Instruction
  • Opportunity to target functional skills in the
    home and community environments
  • Build upon skills related to community based
    instruction
  • Money skills, requesting items from a clerk, and
    so forth
  • Skills need to purposeful and age appropriate

42
Questions
43
Referrences
  • Downing, June E. (2002), Including Students with
    Severe and Multiple Disabilities in Typical
    Classrooms Practical Strategies for Teachers,
    Brookes Publishing Co.

44
THANK YOU!
  • Jeremy Wilson, MA, BCBA, BICM
  • Family Centered Practices
  • Providing ABA Services
  • 818.914.4921
  • 805.339.0210
  • Tiffany Wilson, Education Specialist, MA, BICM
  • Passport to Adaptive Living
  • Social Skills Instruction and Adaptive Skills
    Instruction
  • 818.914.4921
  • 805.339.0210
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